THE EFFECTIVE USE OF QUESTIONING IN THE TEACHING OF ELEMENTARY SCHOOL SCIENCE IS DISCUSSED IN THIS BULLETIN. SAMPLE QUESTIONS ARE USED TO ILLUSTRATE (1) WAYS IN WHICH KEY WORDS AFFECT PUPIL INVESTIGATIONS AND (2) PATTERNS OF QUESTIONING THAT RESULT IN STUDENT DECISION-MAKING AND PUPIL-DIRECTED PROCEDURES. A BRIEF REVIEW OF THE COGNITIVE AND AFFECTIVE DOMAINS INCLUDED IN THE "TAXONOMY OF EDUCATIONAL OBJECTIVES" IS USED TO INTRODUCE LEVELS OF LEARNING AND RELATED QUESTION TYPES. THE COGNITIVE DOMAIN INCLUDES KNOWLEDGE, COMPREHENSION, APPLICATION, ANALYSIS, SYNTHESIS, AND EVALUATION. THE AFFECTIVE DOMAIN INCLUDES RESPONDING TO STIMULI, VALUING, CONCEPTUALIZATION, ORGANIZATION, AND CHARACTERIZATION. THE RELATIONS BETWEEN THE DOMAINS ARE DISCUSSED AND THE RATIONALE FOR USING PARTICULAR QUESTIONS TO ILLUSTRATE SELECTED LEVELS IN THEM IS CONSIDERED. SUGGESTIONS FOR THE IMPROVEMENT OF STUDENTS' ABILITIES TO STRUCTURE AND ASK QUESTIONS, QUESTIONING GUIDELINES FOR TEACHERS, AND A BIBLIOGRAPHY ARE INCLUDED. THIS DOCUMENT IS ALSO AVAILABLE AS BULLETIN NO. EC-131 FROM THE LOS ANGELES CITY SCHOOLS, DIVISION OF INSTRUCTIONAL PLANNING AND SERVICES, CALIFORNIA. (AG)